MAPFY4400 Psychomotor Physiotherapy - Individual and Society Course description

Students are responsible for achieving the outlined learning objectives, and are expected to participate actively during the course and contribute to its success. A variety of learning approaches will be used, including:

Lectures with subsequent discussions, self-study, group work, interactive exchange among students and between students and resource persons, oral presentations, short stages at relevant institutions and organizations working with multicultural population.

• Oral presentation in group (3-4 students per group) of relevant literature.
• Group (3-4 students per group) written assignment (2000 words (+/- 25 %)), followed by an oral presentation on the development of a specific nutrition intervention targeting multicultural population or selected groups.

Written exam (1500 words (+/- 10 %), in English or Norwegian, individual, 48 hours. The exam text is given in English.

Assessment

A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination resources

All.

Use of Examiners

Internal and external examiner.

Syllabus

Crowder, S. J., & Broome, M. E. (2012). A Framework to Evaluate the Cultural Appropriateness of Intervention Research. Western Journal of Nursing Research, 34 (8), 1002-1022. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1177/0193945912451656

Davidson, E. M., Liu, J. J., Bhopal, R., White, M., Johnson, M. R. D., Netto, G., . . . Sheikh, A. (2013). Behavior Change Interventions to Improve the Health of Racial and Ethnic Minority Populations: A Tool Kit of Adaptation Approaches. Milbank Quarterly, 91 (4), 811-851 Hentet fra: http://onlinelibrary.wiley.com.ezproxy.hioa.no/doi/10.1111/1468-0009.12034/full

Foronda, C. L. (2008). A Concept Analysis of Cultural Sensitivity. Journal of Transcultural Nursing, 19 (3), 207-212. Hentet fra http://dx.doi.org.ezproxy.hioa.no/10.1177/1043659608317093

Garnweidner, L. M., Terragni, L., Pettersen, K. S., & Mosdol, A. (2012). Perceptions of the host country's food culture among female immigrants from Africa and Asia: Aspects relevant for cultural sensitivity in nutrition communication. Journal of Nutrition Education and Behavior, 44 (4), 335-342. Hentet frahttp://dx.doi.org.ezproxy.hioa.no/10.1016/j.jneb.2011.08.005

Gele, A. A., Pettersen, K. S., Torheim, L. E. & Kumar, B. (2016). Health literacy: The missing link in improving the health of Somali immigrant women in Oslo. BMC Public Health, 16 (1), 1134 Hentet frahttps://doi.org/10.1186/s12889-016-3790-6.

Gele, A. A., Pettersen, K. S., Kumar, B. & Torheim, L. E. (2016). Diabetes Risk by Length of Residence among Somali Women in Oslo Area. Journal of Diabetes Research, 2016 . [10 s.] Hentet frahttp://dx.doi.org/10.1155/2016/5423405.

Grewal, N. K., Andersen, L. F., Sellen, D., Mosdøl, A., & Torheim, L. E. (2016). Breast-feeding and complementary feeding practices in the first 6 months of life among Norwegian-Somali and Norwegian-Iraqi infants: the InnBaKost survey. 19 (4), 703-715. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1017/S1368980015001962

Hadley, C., Zodhiates, A., & Sellen, D. W. (2007). Acculturation, economics and food insecurity among refugees resettled in the USA: A case study of West African refugees. Public Health Nutrition, 10 (4), 405-412. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1017/S1368980007222943

Hibbah, A., Nicolaou, M., Powell, K., Terragni, L., Maes, L., Stronks, K., . . . Holdsworth, M. (2016). Systematic mapping review of the factors influencing dietary behaviour in ethnic minority groups living in Europe: A DEDIPAC study. International Journal of Behavioral Nutrition and Physical Activity, 13 . Hentet fra http://dx.doi.org.ezproxy.hioa.no/10.1186/s12966-016-0412-8

Huff, R. M., Kline, M. V. & Peterson, D. V. (2015). Health promotion in multicultural populations : a handbook for practitioners and students (3. utg.). Thousand Oaks, Calif: Sage. [Ch. 1-8]

Kinnunen, T., Waage, C., Sommer, C., Sletner, L., Raitanen, J., & Jenum, A. (2016). Ethnic differences in gestational weight gain: A population-based cohort study in Norway. Maternal and Child Health Journal, 20 (7), 1485-1496. Hentet fra http://dx.doi.org.ezproxy.hioa.no/10.1007/s10995-016-1947-7

Langøien, L. J., Terragni, L., Rugseth, G., Nicolaou, M., Holdsworth, M., Stronks, K., . . . Roos, G. (2017). Systematic mapping review of the factors influencing physical activity and sedentary behaviour in ethnic minority groups in Europe: A DEDIPAC study. International Journal of Behavioral Nutrition and Physical Activity, 14 (1) Hentet fra http://hdl.handle.net/11250/2454325

Lorentzen, C., Ommundsen, Y., Jenum, A. K., & Holme, I. (2009). The "Romsås in motion" community intervention: Mediating effects of psychosocial factors on forward transition in the stages of change in physical activity. Health Education and Behavior, 36 (2), 348-365. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1177/1090198107308372

Ludwig, A. F., Cox, P., & Ellahi, B. (2011). Social and cultural construction of obesity among Pakistani muslim women in North West England. Public Health Nutrition, 14 (10), 1842-1850. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1017/S1368980010003472

Napier, A. D., Ancarno, C., Butler, B., Calabrese, J., Chater, A., Chatterjee, H., . . . Woolf, K. (2014). Culture and health. The Lancet, 384 (9954), 1607-1639. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1016/S0140-6736(14)61603-2

Netto, G., Bhopal, R., Lederle, N., Khatoon, J. & Jackson, A. (2010). How can health promotion interventions be adapted for minority ethnic communities? Five principles for guiding the development of behavioural interventions. Health Promotion International, 25 (2), 248-257 Hentet fra https://academic.oup.com/heapro/article/25/2/248/561117.

Neuhauser, L., Rothschild, R., & Rodríguez, F. M. (2007). MyPyramid.gov: Assessment of literacy, cultural and linguistic factors in the USDA Food pyramid web site. Journal of Nutrition Education and Behavior, 39(4), 219-225. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1016/j.jneb.2007.03.005

Nicolaou, M., Doak, C. M., van Dam, R. M., Brug, J., Stronks, K. & Seidell, J. C. (2009). Cultural and Social Influences on Food Consumption in Dutch Residents of Turkish and Moroccan Origin: A Qualitative Study. Journal of Nutrition Education and Behavior, 41 (4), 232-241 Hentet fra http://www.sciencedirect.com/science/article/pii/S149940460800701X.

Popkin, B. M., & Gordon-Larsen, P. (2004). The nutrition transition: Worldwide obesity dynamics and their determinants. International Journal of Obesity and Related Metabolic Disorders, 28 , S2-S9. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1038/sj.ijo.0802804

Raza, Q., Doak, C., Khan, A., Nicolaou, M., & Seidell, J. C. (2013). Obesity and cardiovascular disease risk factors among the indigenous and immigrant Pakistani population: A systematic review. Obesity facts, 6(6), 523-535. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1159/000357176

Satia-Abouta, J. (2003). Dietary acculturation: definition, process, assessment, and implications. International Journal of Human Ecology, 4 (1), 71-86. Hentet fra http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.1379&rep=rep1&type=pdf

Taylor, N. J., Sahota, P., Sargent, J., Barber, S., Loach, J., Louch, G. & Wright, J. (2013). Using intervention mapping to develop a culturally appropriate intervention to prevent childhood obesity: The HAPPY (Healthy and Active Parenting Programme for Early Years) study. The international journal of behavioral nutrition and physical activity, 10 , 142. Hentet fra https://doi.org/10.1186/1479-5868-10-142.

Wallia, S., Bhopal, R. S., Douglas, A., Bhopal, R., Sharma, A., Hutchison, A.,... Sheikh, A. (2014). Culturally adapting the prevention of diabetes and obesity in South Asians (PODOSA) trial. Health Promotion International, 29 (4), 768. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1093/heapro/dat015

Wandel, M., Terragni, L., Nguyen, C., Lyngstad, J., Amundsen, M., & de Paoli, M. (2016). Breastfeeding among Somali mothers living in Norway: Attitudes, practices and challenges. Women and Birth 29 (6) ,487-493. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1016/j.wombi.2016.04.006

(Literature list last updated: 15.12.2017. Gjennomgått av Biblioteket Kjeller, kk/EA. APA-stil.)

Work and teaching methods vary between lectures, digital teaching sessions in the form of flipped classroom, supervised skills training and student-active learning methods in the form of group work, seminars and presentations. The course is session-based.

The students will perform psychomotor physiotherapy on patients at their own place of work/practical training establishment.

The last part of practical training period 2 is taken and concluded in this course.

The following must have been approved in order for the student to take the examination:

Coursework requirements for examination part 1:

• completed a minimum of 52 hours of group supervision. Practical training periods 1 and 2 comprise 72 hours in all.
• completed a minimum of 120 patient treatments, and, in all, a minimum of 200 patient treatments
• individual patient journal in accordance with specified criteria

Coursework requirements that must be approved by the lecturer:

• a minimum of 80% attendance in skills training and scheduled seminars and group work, and group supervision
• an oral presentation in the seminar group

Combined assessment:

Part 1) Assessment of practical training.

Part 2) A practical and oral examination is taken in the fourth semester over two days:

• Day 1: Examination and assessment of patient, write a patient journal
• Day 2: Submission of the journal and demonstration of treatment performed on the patient who was examined the previous day

The student must pass part 1 to be able to take part 2.

Part 1) Not relevant

Part 2) All aids are permitted, as long as the rules for source referencing are complied with.

Part 1) Pass/fail

Part 2) Pass/fail

Part 1: The midway and final assessments are made by the practical training supervisor. The final decision on whether to award a pass or fail grade is made by the university.

Part 2: All answers are assessed by two examiners. An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.

5 ECTS creditsoverlaps with PSYFY6300 in the topic clinical practice, and 5 ECTS credits overlaps with PSYFY6300 in the topic culture and identity.